Holger Thünemann, PhD (*1975), is professor for history education at the university of cologne. He became a school teacher at "Gymnasium Paulinum" after finishing his teacher-training and his PhD. 2008 to 2012 he worked as lecturer at Münster University. In 2012/13 he was professor for history and its didactics at the PH Freiburg. He focuses on teaching/learning and schoolbook research in the field of the didactics of history. Moreover, he conducts research on issues concerning historical culture and contemporary history.

Historia magistra vitae? Die Banalität des Kurzschlusses

The Frankfurter Allgemeine Zeitung (FAZ) caused a debate. Alexander Demandt’s hypothesis: the fall of the Roman Empire provides immediate historical lessons for today’s migrant crisis which must no longer be ignored.

Regen Lehrpläne historisches Denken an?

In recent years, German-speaking history didactics has once again focused on curricula and syllabuses. The Swiss "Lehrplan 21" project has demonstrated how controversial curricular issues remain to this day.

Historisches Denken. Lernprozessdiagnose statt Leistungsmessung

“If you wish to improve teaching and learning, you have to attend to teaching and learning.” With this statement, Bruce A. VanSledright suggests to leave the current fixation on large-scale assessment of historical thinking behind and to turn research attention to the description and diagnosis of individual learning processes.

Abschied vom Geschichtsbewusstsein?

Apparently, there is a renewed interested in theoretical matters and the concept of Historical Consciousness among history education researchers in Germany. This is not only indicated by the foundation of a new research group within the Konferenz für Geschichtsdidaktik, but also by...